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The purpose of this study was to investigate the effectiveness of a tier two daily behavior card intervention and differential effects based on function of problem behavior. The participants were 36 elementary school students nominated for additional intervention beyond universal School-Wide Positive Behavior Support. Measures included standardized behavior rating scales and rate of office discipline referrals before and after 8 weeks of intervention. A multivariate analysis of variance was used, and results showed statistically significant differences in response to intervention based on teacher identified function of problem behavior. Results are discussed in terms of considering function of behavior in selecting tier two interventions and implementing a three-tier response to intervention model. [ABSTRACT FROM AUTHOR]

Behavior support in schools is increasingly viewed as a three-tier prevention effort in which universal interventions are used for primary prevention, targeted interventions are used for secondary prevention, and intensive interventions are used for tertiary prevention. A growing body of research has demonstrated the effectiveness of targeted interventions in decreasing the frequency of problem behaviors. The Check In-Check Out Program (CICO) is becoming a recognized targeted intervention. The present study examines if there is a functional relation between the implementation of CICO and a reduction in problem behaviors. Results indicate that implementation of CICO with four elementary school-age boys was functionally related to a reduction in problem behavior. Clinical and conceptual implications of these results, methodological limitations, and future research directions are reviewed. [ABSTRACT FROM AUTHOR]